Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 16)
Business and Economic Research     Open Access   (Followers: 12)
Business and Management Horizons     Open Access   (Followers: 14)
Business Management and Strategy     Open Access   (Followers: 48)
Case Studies in Business and Management     Open Access   (Followers: 15)
Education and Linguistics Research     Open Access   (Followers: 6)
Environmental Management and Sustainable Development     Open Access   (Followers: 11)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access   (Followers: 1)
Intl. Finance and Banking     Open Access   (Followers: 3)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 17)
Intl. J. of Culture and History     Open Access   (Followers: 14)
Intl. J. of Education     Open Access   (Followers: 17)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Global Sustainability     Open Access   (Followers: 4)
Intl. J. of Human Resource Studies     Open Access   (Followers: 17)
Intl. J. of Industrial Marketing     Open Access   (Followers: 6)
Intl. J. of Learning and Development     Open Access   (Followers: 5)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 14)
Intl. J. of Social Work     Open Access   (Followers: 25)
Intl. Research in Education     Open Access   (Followers: 6)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 5)
J. for the Study of English Linguistics     Open Access   (Followers: 6)
J. of Agricultural Studies     Open Access   (Followers: 5)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 2)
J. of Corporate Governance Research     Open Access  
J. of Education and Training     Open Access   (Followers: 4)
J. of Educational Issues     Open Access  
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 8)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access   (Followers: 2)
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 5)
J. of Public Administration and Governance     Open Access   (Followers: 29)
J. of Safety Studies     Open Access   (Followers: 1)
J. of Social Science Studies     Open Access   (Followers: 13)
J. of Studies in Education     Open Access   (Followers: 4)
Research in Applied Economics     Open Access   (Followers: 3)
Research in Business and Management     Open Access   (Followers: 2)
World J. of Business and Management     Open Access   (Followers: 2)
Similar Journals
Journal Cover
Education and Linguistics Research
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2377-1356
Published by Macrothink Institute Homepage  [47 journals]
  • Individual Differences in Strategy Use for L2 Lexical Inferencing: The
           Case of Learning Styles

    • Authors: Ming-yueh Shen
      First page: 1
      Abstract: This study aimed to examine the effect of the second language (L2) learners’ perceptual learning style preferences on their strategy use for lexical inferencing and the treatment effect from an explicit instructional program. Joy Reid’s (1995) Perceptual Learning Style Preferences (PLSP) Inventory, a lexical inferencing test, and a vocabulary strategy questionnaire were administered to 145 university students during a 15-week reading course. The results of a simple regression analysis showed that the tactilc students tended to use more lexical inferencing strategies than the others with different learning styles; and that the visual learners tended to use strategies less frequently, compared to the other counterparts. Further analysis of simple regression indicated that the individual learners benefited most from the treatment effect, followed by the visual learners. The findings can be of significance for teachers and the L2 learners to concern individual differences in L2 inferential strategy use.
      PubDate: 2018-01-05
      DOI: 10.5296/elr.v4i1.12425
      Issue No: Vol. 4, No. 1 (2018)
  • Metaphorical Compliments in the Performance of Iraqi Arabic Speakers

    • Authors: Mazin J. Al-Hilu
      First page: 17
      Abstract: This paper studies the linguistic characteristics and the pragmatic motives underlying the choice of metaphor in the speech act of compliment by native speakers of Iraqi Arabic. Results show that metaphors are realized primarily as NPs and secondarily as VPs. They also show that the use of metaphorical compliments in evaluating someone's looks, deeds, or possessions are explicit, which helps to assert the complimentors’ sincerity and tendency to please despite the established local superstition that compliments belie “evil eye”. All the source domains of the metaphors studied are culture- specific, with a cline towards using religious symbols. Complimenting the looks of adult females by adult males are strongly constrained lest they should realize an honour-theatening act. Finally, compliments are preferably coupled with adjacent invocating and well-wishing clauses.
      PubDate: 2018-01-24
      DOI: 10.5296/elr.v4i1.12533
      Issue No: Vol. 4, No. 1 (2018)
  • An Analysis of the Linguistic Features Used in Selected Social
           Interactions on Facebook

    • Authors: Gideon Rambaya Magwaro, Elizabeth Odhiambo, Silas Owala
      First page: 35
      Abstract: Facebook (FB) is one of the social networks that allow its users to interact freely by posting short messages, pictures and videos. FB has a forum where people write and post their opinions, pictures and videos to see their friends’ reactions. FB also allows anonymity thus giving users the freedom to use a language of their choice without restrictions. Given the fact that FB is an informal context, users employ certain patterns of language in their interactions. This paper endeavors to examine the manner in which these patterns of language are used on FB with special focus on Kiswahili language. Kiswahili is now an official language in Kenya and there is a paradigm shift concerning patterns of texts that are sent on FB interaction. The objective of the study was to analyze the linguistic features used in selected social interactions on FB (SSIFB). The units of analysis in this study were texts that were sent as reactions to the news and pictures that were posted on the FB forums such as those collected from pages like Citizen TV Kenya, KTN Kenya and Mpasho News. The data of this study was analyzed qualitatively by coding every text based on its content. The study employed the use of Computer Mediated Communication (CMC) as proposed by Hiltz and Turoff (1978) to interpret and give inferences about the texts that were sent. The study revealed that FB users used the language of their choice creatively to communicate. Various linguistic features were used to communicate intended messages.
      PubDate: 2018-02-27
      DOI: 10.5296/elr.v4i1.12589
      Issue No: Vol. 4, No. 1 (2018)
  • Linguistic Education Under Revision: Globalization and EFL Teacher
           Education in Brazil

    • Authors: Ana Rachel Mendes, Kyria Rebeca Finardi
      First page: 45
      Abstract: Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.
      PubDate: 2018-03-15
      DOI: 10.5296/elr.v4i1.12831
      Issue No: Vol. 4, No. 1 (2018)
  • Integrating Critical Thinking Skills in Higher Education

    • Authors: Maya Bazhouni
      First page: 65
      Abstract: Critical thinking is an essential topic in the education system. Additionally, it has evolved into a buzzword in many schools and educational institutions. Over the years, researchers have attempted to define what critical thinking is all about and its significance in the education sector. Available research evidence shows that critical thinking goes beyond the memorizing of information. Instead, it requires students to carefully analyze and evaluate information and weigh the implications of their choices before making a decision. This paper aimed at exploring ways of promoting critical thinking among college students. Using an exploratory design and secondary data, the study revealed that educators have a key role to play in promoting critical thinking among learners. In particular, teachers can use questioning, proper classroom arrangement, written assignments, and classroom debates and discussions to promote critical thinking among college students.
      PubDate: 2018-04-06
      DOI: 10.5296/elr.v4i1.12964
      Issue No: Vol. 4, No. 1 (2018)
  • Reading Skills in Greek as a First Language and in French as a Foreign
           Language among Primary and Secondary School Children with Specific Reading

    • Authors: Georgia Andreou, Vasiliki Tsela, Fotini Anastassiou
      First page: 81
      Abstract: The aim of the present study is to investigate reading skills among primary and secondary school students with good reading skills with those of students with specific reading disorder, in Greek as a first language (L1) and in French as a foreign language (L2). Furthermore, a basic objective of the study is to investigate whether reading skills in Greek could predict reading skills in French both for students with good reading skills and for students with specific reading disorder. The sample of the study consists of one hundred and eight (N=108) students with good reading skills and one hundred and eight (N=108) students with specific reading disorder who are assessed for decoding and fluency in reading, both in Greek and French languages. The results of the study revealed that students with specific reading disorder had lower performance than those with good reading skills, with a statistically significant difference, in all tasks of the French language. Furthermore, it was found that the deficits appeared in a specific task in one language were transferred analogically to the same task in the other language. Finally, there was a statistically significant relation between the tasks in both groups and in both languages.
      PubDate: 2018-04-14
      DOI: 10.5296/elr.v4i1.12820
      Issue No: Vol. 4, No. 1 (2018)
  • Error Analysis in a Saudi Context

    • Authors: Ali Elgamil Abdel-Fattah, Amany Ismail Abuleil, Ayman Habis
      First page: 103
      Abstract: This is a case study in which the researchers attempt to reveal reasons behind the writing problems of three Saudi EFL university students by conducting error analysis on samples of their writings. Norrish (1987) defines an error as “…a systematic deviation, when a learner has not learnt something and consistently gets it wrong” Moreover, error analysis is a branch of applied linguistics concerned with second and foreign language learning. The researchers spent a good time identifying and categorizing the participants’ interlingual and intralingual errors. It is worth noting that, the three participants of the study are government school graduates; so the study has several implications for the educational system of government schools. Additionally, the learners’ native language is Arabic, and they have very limited exposure to the target language. The study, also, provides worthwhile implications and recommendations to alleviate future problems of writing English essays among learners whose native language is Arabic.
      PubDate: 2018-04-27
      DOI: 10.5296/elr.v4i1.13069
      Issue No: Vol. 4, No. 1 (2018)
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